Approaches in teaching Literature
the three models of Teaching Literature by
Carter and Long (1991)
the three models of Teaching Literature by Carter and Long (1991)
_ which is a traditional approach of teaching literature where learners need to discover and infer the social, political, literary and historical context of a specific text.
It reveals the universality of thoughts and ideas and learners are encouraged to understand different cultures and ideologies in relation to their own. This model views literature as a source of facts and it is teacher centered where the teacher passes knowledge and information to the students.
1) The Cultural Model
the three models of Teaching Literature by Carter and Long (1991)
_ which is an approach that offers learners an opportunity to access a text in a systematic and methodical way. This approach allows teachers to apply strategies used in language teaching such as cloze procedure, prediction exercises, jumbled sentences, summary writing, creative writing and role play to deconstruct literary texts in order to serve specific linguistic goals.
_asserts that students engage with the text purely for linguistic practice and literature is used mechanistically to provide a series of language activities.
2) The Language Model
Savvidou (2004)
the three models of Teaching Literature by Carter and Long (1991)
_ which is an approach that focus on the personal development of the students including emotions and personal characteristics.
It requires students to relate and respond to the themes and issues by connecting them to their personal life experiences. It is influenced by both cultural model and the language model where the focus is on the particular use of language in a text in a specific cultural context.
3) The Personal Growth Model
Approaches in teaching lit.
_, was “a set of assumptions dealing with the nature of language, learning and teaching”
_“theoretically well-informed positions and beliefs about the nature of language, the nature of language learning and the applicability of both to pedagogical settings”.
_explains that the importance of an approach is to “provide a framework, or sequence of operations to be used when we come to actualities”.
Anthony (1963)
Brown (2001)
Moody (1983) cited by Diana Hwang & Amin Embi (2007)
Approaches in teaching lit.
Maley and Duff (1990) insist that the primary aim of this approach is “quite simply to use literary texts as a resource for stimulating language activities”
LANGUAGE-BASED APPROACH
Approaches in teaching lit.
-Deals with the surface meaning of the text (Diana Hwang & Amin Embi 2007).
-Allows teachers to use simpler words and sentence structures than complicated words.
-Can be translated.
-Suitable for beginners
-Acts as a stepping stone in formulating original assumptions of the author’s work (Rosli, 1995)
Paraphrastic approach
Approaches in teaching lit
-Demands large input from the teacher
Closely related to the term Literature proposed by McRae (1991).
-It describes the study of literature as “aesthetically patterned artifact endowed with the knowledge potentials philosophy, culture, morality, and humanities” (Ganakumaran 2007:2).
-Involves critical concepts, literary conventions and metalanguage and the students should be able to use such terms and concepts in talking and writing about literature (Carter and Long, 1991).
-This approach is a way of teaching knowledge about literature where literature is seen as a medium to offer a source of information to students (Carter 1988).
Information-based approach
Approaches in teaching lit.
-Associated with Personal Growth Model proposed by Carter and Long (1991)
-Aims is to elicit personal response and foster students’ personal development.
-Focuses on learner’s response to the author’s text. -The learners would respond to what they think are the author’s intentions and what are the meanings that could be derived from the text (Hirvela, 1996).
-Learners are encouraged to explore various textual meanings, their interpretation must be in tandem with the text (Vethamani, 2003).
-Motivates and encourages students to read by making a connection between the themes of the texts studied and their personal life experiences (Rosli, 1995).
Personal-response approach
Approaches in teaching lit.
-Incorporates moral values across curriculum.
-Focuses on discovering moral values while reading a particular literary text (Diana Hwang & Amin Embi 2007).
-Seeks to find the worthiness of moral and philosophical considerations behind one’s reading (Rosli 1995).
Moral-philosophical approach
Methods
highly recommended in literature teaching.
Students are occasionally required to criticize the information they obtain from the text.
prompts student to read further for more information.
capable of evoking and sustaining the interest of the students in the subject.
Criticism method:
Methods
This could be an effective means of ensuring that students read the text and acquire the correct information.
Discussion method:
methods
stems from problem posing approach and can achieve greater result when fused with discussion method.
the teacher identify some of the contemporary issues raised in the text under study and encourage the students to propose solutions bearing in mind the evidence contained in the text.
encourages originality and flexibility of ideas or thoughts.
Discovery method:
methods
encourages initiatives and curiosity.
questioning method:
methods
Because of individual differences, some students are known to demonstrate poor language skills. Here it is recommended that creative writing based on some topics from the text becomes a regular exercise.
Project method:
methods
This can be best portrayed with dramatization technique which is
great value to the teaching of literature.
Activity method:
Read and explain method though related to discussion method
Read and explain method